Reading Comprehension and its Relationship to the Psychological Aspects of the Word for Students of the Preparatory Stage
DOI:
https://doi.org/10.36473/ujhss.v61i4.1895Keywords:
reading comprehension, psychological aspects of the word, preparatory stageAbstract
The current research aims to know the level of reading comprehension and its relationship to the psychological aspects of the word among middle school students. In light of the foregoing, the researcher identified the research objectives as follows: Identify: The level of reading comprehension among middle school students. The differences in the level of reading comprehension according to (gender, specialization) among students of the preparatory stage. The level of psychological aspects of the word among middle school students. Differences in the level of psychological aspects of the word according to (gender, specialization) among students of the preparatory stage. The statistical processes indicated in terms of determining the levels of psychological aspects of the word (sensory, kinesthetic, and imaginative) in favor of a sample, and these levels were associated with the determinants of the sentence, and the chronological age of the student. The results showed that there were statistically significant differences in the level of psychological aspects of the word, and indicated that the psychological aspects of the word (sensory, imaginative, and kinesthetic) in the belief of the members of the current research sample towards sensory interaction and imagination to be associated with a specific motor performance with the nature of the word to represent it cognitively, and for the gender (male, Females) There are no statistically significant differences, but in the direction of specialization, it is significant in favor of the scientific branch. The reading comprehension and psychological aspects of the word affect each other among the students of the preparatory stage.
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